tslb 3563 TASK 2 MUHAMMAD KHAIRUL AIMAN BIN KHAIRUL JAUHARI PISMP TESL JUN 2021-2026
CONTENTS Introduction Prose (Fiction) Writing Prose (Non- fiction) Writing Poetry References Author Information
Introduction Welcome to "Creative Writing Adventures for Upper Primary ESL"! This digital book is designed to provide engaging and effective creative writing activities for upper primary English as a Second Language (ESL) learners. Through a variety of genres including fiction, non-fiction, and poetry, students will embark on exciting writing journeys while developing essential language skills. Each activity is carefully crafted to align with specific learning objectives and supported by pedagogical theories to enhance learning outcomes. Let' s dive into the world of creative writing!
Prose (Fiction) Writing Activity: Snowball Writing
What is Snowball Writing? A group of people can write together to create a story or other piece of writing by participating in snowball writing. One participant usually writes a sentence or paragraph to start the activity, then passes the written item to another participant to add to it. As the process goes on, each participant builds on the concepts put forth by their colleagues, creating a story that is both coherent and dynamic. The word "snowball" describes how the writing builds and multiplies as it is transmitted from one person to another; this is analogous to how a snowball rolling down a hill collects snow and gets bigger. Snowball writing is a well-liked practice in educational settings to enhance writing skills and foster a feeling of community among participants because it fosters creativity, collaboration, and teamwork.
Charlie and the Chocolate Factory By: Roald Dahl
Snowball Writing Objectives: To engage students in collaborative storytelling while practicing descriptive writing skills inspired by the story "Charlie and the Chocolate Factory." Materials: Copies of "Charlie and the Chocolate Factory " by Roald Dahl Paper Writing utensils
Activity procedure: 1.Introduction Begin by introducing the activity and providing a brief overview of the story "Charlie and the Chocolate Factory." Discuss key characters, settings, and plot elements to familiarize students with the story. 2.Setting the Stage Divide the class into small groups of 3-4 students. Distribute paper and writing utensils to each group. 3.Starting the Story Instruct one student from each group to begin the storytelling process by writing the opening paragraph of a new story inspired by "Charlie and the Chocolate Factory." Encourage students to incorporate descriptive language and imagery to set the scene. 4.Passing the Story After completing the opening paragraph, each student passes their paper to the student on their right. Instruct students to read the paragraph they received and continue the story by writing the next paragraph. Encourage them to build upon the details provided by the previous writer while adding their own creative ideas.
5.Continuing the Collaboration Continue passing the papers around the group, with each student adding a new paragraph to the story based on the contributions of their peers. Encourage students to focus on character development, dialogue, and descriptive details to engage readers. 6.Bringing the Story to a Conclusion: After several rounds of writing, signal the groups to bring their stories to a conclusion. Encourage students to work collaboratively to tie up loose ends and provide a satisfying resolution to the story. 7.Sharing and Reflection: Once all groups have completed their stories, invite them to share their creations with the class. Each group can take turns reading aloud their collaborative stories. After each reading, facilitate a brief discussion to reflect on the collaborative writing process and discuss the strengths of each story.
Justification Promotes Collaboration: The Snowball Writing activity encourages students to work together in small groups, fostering collaboration and teamwork. By collectively contributing to the development of a story, students learn to listen to and respect the ideas of their peers, enhancing their interpersonal skills. 1. Encourages Creativity: Through the collaborative nature of the activity, students are encouraged to think creatively and imaginatively as they build upon each other's ideas. Drawing inspiration from the story "Charlie and the Chocolate Factory," students have the opportunity to explore new plotlines, characters, and settings, allowing for a diverse range of creative expressions. 2. Develops Descriptive Writing Skills: The activity focuses on practicing descriptive writing skills, as students are prompted to incorporate vivid imagery and detailed descriptions into their paragraphs. By emphasizing descriptive language and imagery inspired by the story, students enhance their ability to create engaging narratives that captivate readers. 3. Engages Students with Literature: By using "Charlie and the Chocolate Factory" as inspiration for the activity, students are provided with a familiar and engaging context for their writing. This connection to a beloved story not only motivates students but also encourages them to engage critically with the text as they reimagine its characters and settings in their own creative writing. 4. Encourages Active Participation: The structured format of the activity ensures that all students actively participate in the writing process. Each student has the opportunity to contribute to the story, whether by starting the narrative, adding new paragraphs, or bringing the story to a conclusion. This active involvement promotes a sense of ownership and investment in the writing task. 5. Facilitates Reflection and Discussion: The activity concludes with a sharing and reflection phase where students have the opportunity to share their collaborative stories with the class. This allows for peer feedback and discussion, where students can reflect on their writing process, discuss the strengths of each story, and celebrate their collective achievements. 6.
Objectives: Students will enhance their creativity, practice narrative writing skills, and foster collaboration through the collaborative creation of a cohesive narrative based on randomly generated story elements using story building dice. Materials: Story building dice (You can make your own by writing different story elements on each side of regular dice, or use online virtual dice) Paper Writing utensils Story Building Dice Game
Story Building Dice Game
Activity procedure: 1.Introduction Begin by introducing the activity and explaining how it works. Show the story building dice to the students and explain that each side represents a different story element (e.g., character, setting, conflict, object). 2.Setting the Stage Divide the class into small groups of 3-4 students. Distribute paper and writing utensils to each group. 3.Rolling the Dice Instruct each group to take turns rolling the story building dice. As each group member rolls the dice, they will record the story element that corresponds to the number rolled. For example, if a student rolls a 1, they might record "Main Character: Detective" if the first side of the dice represents character roles. 4.Building the Story Once each group has rolled the dice and recorded their story elements, students will work together to weave these elements into a cohesive narrative. Encourage students to use their imagination to connect the different story elements and create an engaging storyline. They can brainstorm ideas, outline the plot, and develop their characters and settings.
5.Writing the Story After planning out their story, students will write a collaborative narrative based on the story elements they rolled. Each group member will contribute to writing different parts of the story, taking turns to add paragraphs or sections. Encourage students to incorporate descriptive language, dialogue, and sensory details to bring their story to life. 6.Editing and Revising: Once the story is written, students will review and revise their work as a group. They will check for consistency, coherence, and clarity, making any necessary changes to improve the overall quality of the narrative. 7.Sharing and Reflection: Once groups have finalized their stories, invite them to share their creations with the class. Each group can take turns reading aloud their collaborative story. After each reading, facilitate a brief discussion to reflect on the creative writing process and discuss the strengths of each story.
Justification Engagement and Motivation: The use of story building dice adds an element of novelty and excitement to the creative writing process, which can significantly enhance student engagement and motivation. The randomness of the story elements generated by the dice prompts students to think creatively and keeps them actively involved in the activity. 1. Promotes Language Production: This activity encourages students to actively use and produce language in a meaningful context. By collaborating with peers to create a narrative, students engage in authentic language use as they discuss ideas, negotiate meanings, and write collaboratively. This promotes language fluency and proficiency in an interactive and dynamic manner. 2. Fosters Creativity and Imagination: The open-ended nature of the activity fosters creativity and imagination as students are challenged to weave together disparate story elements into a cohesive narrative. By exploring different combinations of characters, settings, and conflicts, students are encouraged to think outside the box and explore new ideas, leading to richer and more imaginative storytelling. 3. Encourages Collaboration and Communication: Working in small groups to brainstorm ideas, plan the narrative, and write collaboratively promotes collaboration and communication skills. Students learn to listen to and respect the ideas of their peers, negotiate differences, and work together towards a common goal. This collaborative aspect of the activity mirrors real-world writing processes and promotes a supportive learning environment. 4. Develops Narrative Writing Skills: The activity provides students with valuable practice in narrative writing skills, including character development, setting description, plot development, and dialogue writing. By planning, drafting, and revising their narratives, students hone their storytelling abilities and gain confidence in their writing skills. 5. Differentiation and Personalization: The flexibility of the activity allows for differentiation and personalization to meet the diverse needs and interests of ESL learners. Teachers can adapt the complexity of the task, provide scaffolding as needed, and allow students to choose topics and story elements that resonate with them, thereby catering to individual learning styles and preferences. 6.
Poison Jar Activity
Objectives: To teach students how to write acrostic poems while fostering creativity and imagination. Materials: Jar (Labelled as Poison Jar) Piece of paper with animal’s name Speaker Writing utensils Poison Jar Activity
Activity procedure: 1. Begin by having one pupil come to the front and read the poem "Lion" to the class. Afterward, facilitate a discussion with the students about their opinions on the poem. Guide them to analyze how the poem describes lions using each letter of the word "lion" and discuss the effectiveness of this approach in painting a vivid picture of lions. 2. Following the discussion, explain to the students the concept of acrostic poems if they are not already familiar with it. Emphasize that acrostic poems use the letters of a word (in this case, the name of an animal) as the starting letters for each line of the poem. Provide examples if necessary to illustrate the structure and purpose of acrostic poems. 3. Have the students form a big circle and sit accordingly. While they are doing so, prepare the "poison jar" with small pieces of paper containing the names of various animals, including "lion." Play background music throughout this activity to create a lively atmosphere. 4. Instruct the students to pass the poison jar to the next pupil in the circle while the music is playing. When the music stops, the student holding the jar selects one piece of paper with the name of an animal. This process continues until every student has chosen an animal name from the jar.
5. Once each student has chosen an animal name, allow them around 10 minutes to brainstorm and write an acrostic poem based on their chosen animal, in this case, "lion." Encourage students to discuss and exchange ideas with their peers to generate creative and descriptive phrases for their poems. 6. After writing their poems, call up each student one by one to come to the front of the class. Have them write their acrostic poems on the whiteboard and present them to the class. Encourage students to read their poems aloud and explain the imagery and symbolism they used to describe lions. 7. Conclude the activity with a brief reflection on the experience of writing and sharing acrostic poems. Encourage students to share their thoughts and feelings about the activity and discuss what they learned about poetry and descriptive writing. Reinforce the idea that poetry can be a fun and creative way to express ideas and emotions.
Justification Engagement and Motivation: The concept of the "Poison Jar" adds an element of mystery and excitement to the activity, as students eagerly anticipate which animal name they will draw from the jar. This element of surprise increases student engagement and motivation, making the writing process more enjoyable and meaningful for ESL learners. 1. Active Learning: By actively participating in the process of selecting an animal name from the "Poison Jar," students are actively engaged in the learning experience. This hands-on approach promotes active learning and encourages students to take ownership of their writing tasks, leading to increased motivation and investment in the activity. 2. Creativity and Imagination: Writing acrostic poems based on animal names encourages students to tap into their creativity and imagination. Students must brainstorm descriptive phrases and characteristics associated with their chosen animal, allowing them to explore their imagination and express their ideas in a creative and meaningful way. 3. Language Practice: The activity provides valuable language practice opportunities for ESL students. As students brainstorm ideas, write their poems, and share them with their peers, they are actively using and practicing their English language skills. This reinforces vocabulary acquisition, sentence structure, and language fluency in an authentic writing context. 4. Collaborative Learning: The collaborative nature of the activity fosters a supportive learning environment where students can work together, share ideas, and provide feedback to one another. Through peer collaboration and discussion, students can expand their thinking, refine their ideas, and learn from each other's perspectives, promoting social interaction and communication skills development. 5. Promotes Descriptive Writing: Writing acrostic poems requires students to use descriptive language to vividly portray the characteristics and qualities of their chosen animal. This promotes the development of descriptive writing skills, as students learn to use adjectives, similes, and other literary devices to create imagery and evoke emotions in their writing. 6. Cultural Awareness: Through the exploration of different animal names, students may encounter animals that are culturally significant or native to specific regions around the world. This provides an opportunity to broaden students' cultural awareness and understanding, as they learn about animals from diverse habitats and ecosystems. 7. Encourages Presentation Skills: The activity culminates in a presentation where tdththitiiththlThiid8.
Refrences TeacherStarter. (2023, May 18). Story Building Dice Activity. Teach Starter. Retrieved April 1, 2024, from https://www.teachstarter.com/us/teachingresource/story-building-dice-activity-us/ Li-Ru, Zhao. (2022). Creative Writing. doi: 10.31219/osf.io/acjrw Gökçen, Göçen. (2019). The Effect of Creative Writing Activities on Elementary School Students' Creative Writing Achievement, Writing Attitude and Motivation.. Journal of Language and Linguistic Studies, 15(3):1032-1044. doi: 10.17263/JLLS.631547 Tuncay, Türkben., Havva, Karaca. (2023). The Effect of Creative Writing Practices Integrated with Story-Based Learning Approach on Secondary School Students' Writing Attitudes and Development of Creative Writing Skills. Egitim Ve Bilim-education and Science, 48(213) doi: 10.15390/eb.2023.11832 Iqra, Shehzadi., Syed, Kazim, Shah. (2022). Effects of creative activities on writing skill and attitude of secondary level efl learners in punjab, pakistan. 2(2):30-44. doi: 10.36755/ijll.v2i2.26
About the Author NAME: MUHAMMAD KHAIRUL AIMAN BIN KHAIRUL JAUHARI CLASS: PISMP TESL I INTAKE: JUNE 2021-2026 INDEX NUMBER: 2021212350322 EMAIL: [email protected]
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